Classroom Management: Sound Theory and Effective Practice

By Robert T. Tauber | Go to book overview

CHPTER 9
Other Noted Authors: What They Have to Say about Discipline

OBJECTIVES
This chapter will help you, among other things, to:
Identify the works of discipline authors other than the "tried and true" authors presented in chapters 3 through 8.
Pigeonhole the works of these authors into one or more of the "tried and true" discipline models presented in chapters 3 through 8.

The authors presented in chapters 3 through 8 represent major "tried and true" discipline models, in most cases complete with structure and strategies that have undergone the scrutiny of scholarly testing and can be traced back to one or more of the theoretical foundations presented in chapter 2. Each of these models has stood the test of time -- two decades or more! But there are other noted authors who have written on the subject of discipline. A number of these authors and their views on classroom management are presented in this chapter.

As you read what these authors have to say, try to pigeonhole their approaches into one of the four theoretical frameworks presented in chapter 2. This should not be a difficult task. Also, try to determine which of the six "tried and true" models presented in chapters 3 through 8 would be best aligned with each author's approach. Once again, the task should not be difficult because most of these authors' approaches simply restate or repackage one of these "tried and true" discipline models. You especially will see the views of Dreikurs (i.e., as revealed in the work of Linda Albert and Jane Nelsen), Glasser, and Gordon seeping through in the approaches of these

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